Conference Session

CPDD Technical Session 2 - Trends in Student and Faculty Support

Collection

2022 ASEE Annual Conference & Exposition

Authors

Mitchell Springer, Purdue University at West Lafayette (COE); Kathryne Newton, Purdue University at West Lafayette (PPI)

definedacademic curriculum. To gain final approval of this degree, an exhaustive compare and contrastwas performed of comparable, or similarly situated programs across all levels of academicinstitutions.On approval from the Commission for Higher Education, the DTECH proposal authorsforecasted a semester over semester enrollment of ten new students. Given the program wasdesigned as a three-year program, it was anticipated the program would have a steady stateenrollment of roughly 30 students. After two semesters, the program experienced anextraordinary and unexpected enrollment explosion of over 200 students.With an in-depth understanding of the students, program originators can assess not onlydemographic attributes, such as gender, age, race, and

Conference Session

First-Year Programs Division Technical Session 13: Work-in-Progress Postcard Session #2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Brian O'Connell, Northeastern University

-contained, guided experimental setups with a range of disciplinary themes. ASEE 2022 Conference - FPD DivisionIntroductionThis work-in-progress focuses on utilizing simplified versions of the experimental setups foundin their upper level courses to introduce a more situated learning approach to a first-yearengineering program’s MATLAB curriculum. Engineers primarily use MATLAB to supporttheir research and lab-course experimentation in their undergraduate curriculum and careers. It issimply what the platform was designed for; an experimental support tool for collecting,analyzing, and visualizing data. That is the platform's primary use in upper-level courses atNortheastern University. Although those lab

Conference Session

Professional Skills and Community Building in Chemical Engineering Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Joaquin Rodriguez, University of Pittsburgh

in their experiential learning. It isthe goal for the proposal to make these projects an essential component of the culture of service ofour department, and call for the integration of alumni, communities, and industry to join the effort.The initiative has been in progress for three years (2019-21) as a proof-of concept stage. It hasdemonstrated its potential to reach the intended goals. It is now looking for developing into aschool/college wide initiative.Curricular structureThe backbone of the Chemical Engineering curriculum at the University of Pittsburgh is asequence of six Pillar courses, from sophomore to senior years: Foundations of ChemicalEngineering, Thermodynamics Transport Phenomena, Reactive Process Engineering, ProcessControl

Conference Session

Joint Session: Entrepreneurially-Minded Learning in the Classroom

Collection

2022 ASEE Annual Conference & Exposition

Authors

Timo Bunk, Stanford University; Sheri Sheppard, Stanford University; Helen Chen, Stanford University

possible as it is possible to learn the business side “[…] moreeasily and without sort of formal education.” (I09M, Pos. 13).5. Discussion and ImplicationsPrior studies show different approaches to implementing and assessing the impact of PBLmechatronics education [35–38]. However, they mainly focus on the teaching approach itself orevaluate the short-term effects on students.Based on our analyses, integrating the PBL approach in this mechatronics course sequence hascreated a technically intense learning experience valuable to future entrepreneurs. Students learnabout the theory, apply it to an open problem, and master the mechatronics skill set. Students andteams support each other, and the teaching team encourages a collaborative environment

Conference Session

WIED: Support for All in the WIED Community

Collection

2022 ASEE Annual Conference & Exposition

Authors

Andrea Ofori-Boadu, North Carolina Agricultural and Technical State University (CoE); Victor Ofori-Boadu

successful integration of personal attributes andprofessional training in the context of a professional community. PID is a dynamic and complexprocess that involves the continuous interpretation and re-interpretation of experiences whichfoster the strengthening and maturing of an individual through a series of educational andprofessional experiences [19-21]. A variety of factors associated with educational andprofessional environments influence the formation, evolution, and progression of PID in anindividual [9][18][22]. Professional identities in STEM students continue evolve as multipleidentities of students interact with academic and professional environments [22]. Fourperspectives of identity include: (1) nature identity; (2) institution

Conference Session

Broadening Participation and Inclusion in STEM: Equity, Culture & Social Justice in Education Division Technical Session 8

Collection

2022 ASEE Annual Conference & Exposition

Authors

Natasha Andrade, University of Maryland College Park; Elisabeth Smela, University of Maryland College Park; Vincent Nguyen, University of Maryland College Park; David Bigio, University of Maryland College Park; Adjoa Egyen-Davis, University of Maryland College Park; Daniela Nganjo

activities would provide an initialgood analysis of the data. Projects completed in individual classes may be term papers, designprojects, debates, and more in-depth capstone projects. Oftentimes in the engineering curriculum,these in-class projects do not really focus on the social and environmental aspects of technologyor engineering design, however, this brief exposure may be enough to change students’perception of what engineering really is. Comparing the 3rd and 4th year students’ responses, thenumbers are not very surprising. Most of the 4th year students mentioned that their capstone hadat least a small focus on social and environmental impact, and this explains the higher percentageof students answering in that way.Projects that are

Conference Session

Engineering Technology Technical Session 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Carmen Cioc, University of Toledo; Noela A Haughton, University of Toledo; Sorin Cioc

Tagged Divisions

Engineering Technology Division

. Afterwards, the students were asked to blindpeer review and to grade all the designs except their own. The second exercise asked students todraft a paper about creativity in the HVAC industry, and a third exercise involved the design andanalysis of a class II pipeline system. The students were also asked to analyze the economicaland societal impact of their design based on the selection of three materials for their pipelinesystems.Preliminary assessment results support the continued use of these PBL and the integration ofentrepreneurial mindset learning content. The evidence shows students developed anunderstanding of technical content while developing an entrepreneurial mindset. These outcomessatisfy the latest ABET student learning outcomes and

Conference Session

Environmental Engineering Division Technical Session 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Andrew Pfluger, United States Military Academy; Michael Butkus, United States Military Academy; Benjamin Michael Wallen P.E., United States Military Academy

of key terminologyused in ABET EAC SOs 1 – 7. The third is to provide a framework for mapping embeddedindicators within an environmental engineering curriculum to key words in SOs 1 – 7 forassessment and evaluation purposes. We hypothesize that some programs may overlook thesechanges and their assessment and evaluation of ABET EAC SOs 1 – 7 could be incomplete. Thispaper can be useful for programs who remain in a transition between ABET EAC SOs a – k andthe new SOs 1 – 7, or for programs who want to cross-check their approach with ours. Our hopeis that this study provides baseline definitions for key words in ABET EAC SOs 1 – 7 for thegreater engineering community.1. IntroductionWords have meaning. Individual words found in important guiding

Conference Session

Software Engineering Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kevin Gary, Arizona State University

Knowledge (SWEBOKv3, [16])and the Software Engineering Competency Model (SWECOM, [17]) also have security as a top-level skill/knowledge area.Figure 1 shows the CC2020 report conceptualization of the relationship between curricularsubdisciplines. There are several things to note in this figure. First, Security as an area rangesmore than any other of the five areas (dashed ovals) from Computing Foundations up to DomainActivity (Y-axis) and from Hardware to Organizational Needs (X-axis). Second, the IT Platformsand Infrastructure oval is wholly contained within the Security oval. Finally, SoftwareEngineering curriculum (SE) sits not only near the center point of the figure (ComputingTechnology X Software), but also closest to the center of the

Conference Session

DEED Technical Session 10: Empathy and Human-centered Design

Collection

2022 ASEE Annual Conference & Exposition

Authors

Johanna Okerlund, University of North Carolina at Charlotte; David Wilson, University of North Carolina at Charlotte; Celine Latulipe, University of Manitoba

Abdelnour Nocera, Anicia Peters, Susan Dray, and Stephen Kimani. 2016. A living HCI curriculum. In Proceedings of the First African Conference on Human Computer Interaction. 229–232.15. Ida Larsen-Ledet, Nathalie Bressa, and Jo Vermeulen. 2019. Reflections on Teaching a Mandatory HCI Course to Computer Science Undergraduates. In Extended Abstracts of the 2019 CHI Conference on Human Factors in Computing Systems.16. Leydens, Jon A., and Juan C. Lucena. "Making the invisible visible: Integrating engineering-for-social-justice criteria in humanities and social science courses." In 2016 ASEE Annual Conference & Exposition. 2016.17. Blaise W Liffick. 2004. Introducing assistive technology in an HCI course. ACM SIGCSE Bulletin 36

Conference Session

First-Year Programs Division Technical Session 5: Design and Robotics

Collection

2022 ASEE Annual Conference & Exposition

Authors

Megan Hammond, University of Indianapolis; Joan Martinez, University of Indianapolis; Elizabeth Ziff

/social dualism. Social concerns cannot be presented as secondary to engineeringeducation or as an addition to squeeze in when there is a second of free time. In a review editorial,Berdanier [10] acknowledges that there is precedent to integrate the humanities and social sciencesinto engineering education and was called for by founders like Charles Mann (1918) and WilliamWickenden (1920’s). Despite 100 years of various calls to do so, the integration has not gone wellas engineering is perceived as a hard/applied discipline versus a soft/pure field such ascommunication or sociology [10]. Sticking to this distinction allows for the lessons that pertain to“dealing with people” to sit at the margins of the engineering curriculum. Arguably, these need

Collection

2022 ASEE - North Central Section Conference

Authors

Emad Y Tanbour, Eastern Michigan University -School of Engineering

MechanicalEngineering Program at this university houses a 1500 sq. ft. active and immersive virtual reality(VR) lab. The VR lab consists of three rear projection walls providing an interactionenvironment of 14ft by 14ft area. The VR environment provides optical tracking integrated withthree-dimensional digital stereoscopic projection to facilitate immersive VR experience.IntroductionThe use of virtual reality (VR) in engineering education is expanding due to the widespreadutilization of VR in industry. There is evidence that constituents of engineering programs acrossthe globe are demanding VR literacy in engineering curriculum. VR has been extensively usedin product development visualization as a fast substitute to rapid prototyping [1]. More emphasishas been

Conference Session

LEAD Tech Session #2: Assessing and Evaluating Engineering Leadership Development.

Collection

2022 ASEE Annual Conference & Exposition

Authors

Elizabeth Volpe; Madeline Polmear, University of Florida; Denise Simmons, University of Florida; Danielle Weisenfeld, University of Florida; Jackson Carcaba, University of Florida

curricula which so heavily stresses rigor and technical content whilesometimes ignoring the integration of leadership competencies. However, the role of out-of-classactivities seemed to serve as an acceptable complement for this technical curriculum in theclassroom once students gained awareness of this phenomenon.Involvement in OOCAs was found to be essential to these students' leadership development, andstudents were attributing very little classroom content to leadership development. As one student,Lilly put it, “You become a leader if you’re like put in a position where you have to lead otherpeople. I wouldn’t say I went to class and like learned them [leadership skills]” . Therefore, inorder to better prepare students for their future careers

Conference Session

Faculty Development Division Technical Session 5

Collection

2022 ASEE Annual Conference & Exposition

Authors

Khosro Shirvani, State University of New York, College of Technology at Farmingdale; Marjaneh Issapour, State University of New York, College of Technology at Farmingdale; Conor Ricchetti, State University of New York, College of Technology at Farmingdale

with their instructor, highlighting their knowledge of the material and their experienceworking in the field.RecommendationsCollaborative programs between academia and industry such as this can produce many benefitsand opportunities for those involved and society. There are some items to consider when firstdeveloping these joint programs to meet the required expectations of all parties.When first selecting the curriculum material for these programs, it must cover a broad field of viewto make the program accessible to the most significant number of enthusiasts. The goal of thisprogram was to provide an introductory overview of the onshore wind turbine industry to itsparticipants. If the program included climb training practices, then the

Conference Session

ERM: Design!

Collection

2022 ASEE Annual Conference & Exposition

Authors

Mohamed Jalal, University of Ottawa; Hanan Anis, University of Ottawa

and curriculums (Vossoughi & Bevan,2014).The emergence of the maker movement has led to an explosion of Makerspaces across the globe(Sheridan et al., 2014). Makerspaces are informal sites for creative production in art, science,technology and engineering, where people of all ages and experience meld digital and physicaltechnologies to explore ideas, learn technical skills and create new products (Sheridan et al.,2014; Dougherty, 2013; Lisa Brahms & Werner, 2013). In the past decade makerspaces havebeen opening in museums and science centers (Lisa Brahms & Werner, 2013), universities(Forest et al., 2014; Wilczynski, 2015; Wong & Partridge, 2016), libraries (Noh, 2015; Cao, Wu,& Stvilia, 2020), and independent non for

Conference Session

Multidisciplinary Engineering Division Technical Session - PBL with Control Theory, Writing, ABET, and Shaping Ethical Worldviews

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ismail Haltas

using longitudinal data from the FE exam,” ASEE Annu. Conf. Expo. Conf. Proc., 2013, doi: 10.18260/1-2--22398.[4] J. K. Estell and S. M. Williams, “Program Educational Objectives: What Constitutes Sufficient Assessment?,” in 2011 ASEE Annual Conference & Exposition Proceedings, 2011, pp. 22.1182.1-22.1182.17, doi: 10.18260/1-2--18523.[5] ABET, “Criteria for accrediting engineering programs: 2012-2013 accreditation cycle,” Baltimore, 2012. [Online]. Available: www.abet.org.[6] ABET, “Criteria for accrediting engineering programs: Effective for Reviews During the 2013-2014 accreditation cycle,” Baltimore, 2013. [Online]. Available: www.abet.org.[7] E. W. Nault and M. S. Leonard, “An Integrated

Conference Session

Software Engineering Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Byul Hur, Texas A&M University; Ryan Conway, Texas A&M University; Aaron Gonzalez, Texas A&M University; Alberto Rodriguez, Texas A&M University; Jacqueline Bunyavong, Texas A&M University

the Texas A&M Indy Racing team was created. The facultymember in this paper, Dr. Hur, was engaged with this team for the system integration part. Inorder to assist this Indy Racing team, he intended to create a small-scale autonomous carplatform. In order to reach this goal, as an intermediate phase, a car simulator was chosen to bebuilt first. For this purpose, four undergraduate engineering students have met with the facultymember and decided to make a capstone project team for the car simulator that can also monitorthe driver’s health and the attention status. This capstone project idea was proposed to theprogram and was selected to be supported by a capstone endowment given by the institutionalTexas A&M foundation. This capstone

Conference Session

Mechanical Engineering: Student Growth

Collection

2022 ASEE Annual Conference & Exposition

Authors

Daniel Jensen, United States Air Force Academy; Luke Jensen; William Allison; Adam Goodworth; Douglas Fontes

thefull liberal arts general education curriculum in addition to the engineering curriculum. Theprogram has had a successful start, with great interest from students and also from prospectiveemployers. Westmont engineering is built on three “pillars:” a Christian liberal arts foundation,excellence in technical competence, and integration of a Design Innovation thread throughout thecurriculum. This paper will provide details of the three pillars and then proceed to show theimpact of these pillars in three areas: impact on student recruitment, student satisfaction duringthe program and employment potential (from the perspective of prospective employers). Someadditional aspects of the Westmont engineering experience are also evaluated including

Conference Session

CPDD Technical Session 1 - Design of Professional Development Curricula

Collection

2022 ASEE Annual Conference & Exposition

Authors

Mitchell Springer, Purdue University at West Lafayette (COE); Kathryne Newton, Purdue University at West Lafayette (PPI)

with similar goals existed around the world, i.e., an international review of other doctoral programs addressing similar needs. ❑ To begin the process of identifying the curriculum and course content of the program. ❑ To conduct an interest and needs assessment of a sample of high probability individuals.The findings of all studies were positive, and their key features incorporated into subsequentdecision making [6], [7].Then, in the fall of 2019, the D. Tech. degree program was approved, after having been passedthrough the internal university approvals and the State’s Commission of Higher Education [8].How Was the Business Need Envisioned?For-profit business and industry exist to benefit the shareholders [6]. They do so through

Conference Session

Technical Session 11 - Paper 3: Engineering Faculty Perspectives: The Conceptualization of and Promotion of STEM Identity among Undergraduate Women in the Classroom

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Sylvia L. Mendez, University of Colorado at Colorado Springs; Emily Kulakowski, University of Colorado Colorado Springs ; Elizabeth Peterson, University of Colorado at Colorado Springs

Tagged Topics

CoNECD Paper Sessions, Diversity

groups, andparticipate in conferences and seminars—which is generally seen as good advising practices. 13 IMPLICATIONS FOR PRACTICE • The findings reveal the importance of creating engineering faculty  development programming designed to improve their  conceptualization of STEM identity, as well as the classroom  practices used to promote the STEM identity of women  undergraduates  • Engineering programs must consider how to integrate the BSSI  model postulated by Collins (2018) in their curriculum as it proved  to be a useful tool for organizing and communicating ideas about  STEM identity

Collection

ASEE-NE 2022

Authors

Caressa Adalia Wakeman, University of Connecticut ; Amvrossios Bagtzoglou, University of Connecticut; Maria Chrysochoou, University of Connecticut

Tagged Topics

Diversity

systematic application of inclusive teaching standards(called I-Standards) in our curriculum. The I- Standards were inspired by the approach andformat of Quality Matters, the certification system for online courses, which is adopted at theuniversity for all online classes and is supported by the university teaching center [6]. Theywere developed by a team of faculty by integrating principles of Universal Design forLearning [7], evidenced-based inclusive teaching practices and a comprehensive suite ofstudent support structures anchored by the strength-based approach. The I-standards are usedas a guide to organize the activities of the I-team, a team of instructors who attend a series ofworkshops and work together to redesign their courses.Research

Conference Session

Construction Engineering Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jonathan Gomes; Bilge Celik; Yewande Abraham, Rochester Institute of Technology (CET)

, Construction Contracts: Law and Management, London: E&F Spon, 1996.[17] S. K. Sears, G. A. Sears, R. H. Clough, J. L. Rounds and R. O. Segner, Construction Project Management, Hoboken: John Wiley & Sons, 2015.[18] J. Demirdoven, "An Interdisciplinary Approach to Integrate BIM in the Construction Management and Engineering Curriculum," in 9th BIM Academic Symposium & Job Task Analysis Review , Waschington, DC, 2015.[19] McGraw Hill Construction , "The Buisness Value of BIM for Construction on Major Global Markets: How Contractors Around the World Are Driving Innovation With Building Information Modeling," McGraw Hill Construction, Bedford, 2014.[20] M. S. Cole, H. S. Feild and W. F. Giles, "Using Recruiters

Conference Session

Multidisciplinary Engineering Division Technical Session - Best Diversity Paper

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jiayun Shen, Clemson University; LaToya McDonald, Clemson University; Marian Kennedy, Clemson University

Conference (2021).[6] Wenger, Etienne. "Communities of practice: A brief introduction." (2011).[7] Capobianco, Brenda M., Heidi Diefes-Dux, and Euridice Oware. "Engineering a professionalcommunity of practice for graduate students in engineering education." IEEE Frontiers in EducationConference. (2006):1-5.[8] Borrego, Maura, et al. "Developing an engineering education research community of practice througha structured workshop curriculum." American Society of Engineering Education Annual Conference(2006): 11-437.[9] Hirst, R. A., Bolduc, G., Liotta, L., & Packard, B. W. L. (2014). Cultivating the STEM transferpathway and capacity for research: A partnership between a community college and a 4-yr college.Journal of College Science Teaching, 43(4

Conference Session

International Division Technical Session 3 - Humanitarian Design

Collection

2022 ASEE Annual Conference & Exposition

Authors

Noah Bezanson; Dhinesh Radhakrishnan, Purdue University at West Lafayette (COE); Jennifer Deboer, Purdue University at West Lafayette (COE); Nafissa Maïga

engineering learning for historically marginalizedcommunities, over the past six years we have designed and developed a Localized Engineeringin Displacement (LED) model. Originally evolved from implementation in differentdisplacement contexts across Kenya and Jordan, the model integrates four components: (i) alocalized engineering curriculum that centers students identifying and solving communitychallenges that is implemented using an Active, Blended, Collaborative, and Democratic(ABCD) pedagogical approach; (ii) supportive learning technology for both deployment ofcurricular content and for hands-on learning of STEM concepts; (iii) sustainable teacherdevelopment program using a Community of Practice model to empower local teachers forimplementation

Conference Session

ERM: Lessons Learned from COVID (COVID Part 1)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Marcia Gail Headley, University of Delaware; Jenni Buckley, University of Delaware; Haritha Malladi, University of Delaware

. Headley is devoted to designing effective research studies with the potential to generate well-justified answers to complex questions about how students learn given variations in their health, homes, classrooms, and schools.Jenni Buckley (Associate Professor) Jenni M. Buckley is an Associate Professor of Mechanical Engineering at University of Delaware (UD). She has over 10 years of engineering experience in medical device design and biomechanical evaluation and has research interests in human factors design, medical device development, and equity and inclusion issues in engineering education. She teaches a range of courses across the mechanical engineering curriculum, including CAD, mechanics, and capstone design; and

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Subodh Bhandari, California State Polytechnic University, Pomona; Erika Dejonghe; Amar Raheja; Fang Tang; Zekeriya Aliyazicioglu, California State Polytechnic University, Pomona

Methodist University-Dallas, TX. He is currently a Professor in the Department of Electrical and Computer Engineering at Cal Poly Pomona. His research interests include Digital Signal Processing and Digital Image Processing applications, Communication Systems, and Robotics. He is an author of numerous research papers and presentations in these areas. He has worked on undergraduate education projects focused on increasing student learning, academic success, and retention in critical freshman and sophomore level gateway STEM courses. Dr. Aliyazicioglu is a member of the IEEE, Eta Kappa Nu, Tau Beta Pi, and ASEE. © American Society for Engineering Education, 2022

Conference Session

First-Year Programs Division Technical Session 12: Work-in-Progress Postcard Session #1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Haritha Malladi, University of Delaware; Joshua Enszer, University of Delaware; Jenni Buckley, University of Delaware

undergraduate engineering education, sustainable infrastructure, and community engagement. She teaches the introductory engineering course for all first-year undergraduate students in the College of Engineering at UD. Her undergraduate teaching experience includes foundational engineering mechanics courses like statics and strength of materials as well as courses related to sustainability and infrastructure. Her research interests are in foundational engineering education, sustainability in engineering curriculum, and green technologies in infrastructure.Joshua A Enszer (Associate Professor) Joshua Enszer is an Associate Professor in Chemical & Biomolecular Engineering, having joined the department in 2015. He is an

Conference Session

Faculty Development Division Technical Session 9

Collection

2022 ASEE Annual Conference & Exposition

Authors

Grace Panther, University of Nebraska - Lincoln; Heidi Diefes-Dux, University of Nebraska - Lincoln; Lucy Atkinson, Swarthmore College

incorporated into most curriculums. The lack ofonline teaching in engineering is typically attributed to the difficulties of converting hands-onlabs to virtual classrooms, a lack of helpful resources, and the unfamiliarity of instructors withonline teaching techniques [3]. While online education has sometimes been included in theelectrical and computer sub-fields of engineering, a lack of instructor competence with helpfultools and technology is still a significant barrier to successful integration [4]. In the past,engineering students have reported negative reactions to online learning. In contrast, wheninstructors focused on compassion and flexibility when adjusting their pedagogy andcommunication during the initial COVID-19 crisis, students

Conference Session

DEED Technical Session 10: Empathy and Human-centered Design

Collection

2022 ASEE Annual Conference & Exposition

Authors

Imane Aboutajedyne, Sidi Mohamed Ben Abdellah University; Ahmed Aboutajeddine, Sidi Mohamed Ben Abdellah University; Yassine Salih Alj, Al Akhawayn University; Shawn Jordan, Arizona State University, Polytechnic Campus

.), Routledge International Handbook of Participatory Design (pp. 182–209). Routledge. Actions[7].Ali, H., Abhyankar, R., Brunhaver, S. R., Bekki, J. M., Jordan, S. S., & Lande, M. (2020, June). An Additive Innovation-Based Faculty Development Program: Methods for Case Study Research. In 2020 ASEE Virtual Annual Conference Content Access.[8].Seitz, S. (2007). Technology integration and educational reform: Considering student voice. International Journal of Technology in Teaching and learning, 3(3), 82-96.[9].Menold, J., Jablokow, K. W., Simpson, T. W., & Waterman, E. A. (2016, June). The Prototype for X (PFX) framework: Assessing its impact on students' prototyping awareness. In 2016 ASEE Annual Conference & Exposition.[10

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Catherine Mobley, Clemson University; Marisa Orr, Clemson University; Catherine Brawner; Rebecca Brent; Jessica Manning, Clemson University; Michael Tidwell, Clemson University

research is interdisciplinary as she has collaborated with colleagues from across the university. She has over 30 years of evaluation experience, conducting community-level assessments and evaluating collaborative research efforts. Dr. Mobley has also been involved in extensive applied work in the community, reflecting an explicit integration of her teaching, research and service endeavors.Marisa K. Orr Marisa K. Orr is an Associate Professor in Engineering and Science Education with a joint appointment in the Department of Mechanical Engineering at Clemson University. Her research interests include student persistence and pathways in engineering, gender equity, diversity, and academic policy. Dr. Orr is a recipient of